Strand 5 Training
Starter |
Create a Venn diagram to compare and contrast strands 4 and 5.
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Strand 5: CHANGES IN SPECIES OVER TIME
Genetic variation and the proportion of traits within a population can change over time. These changes can result in evolution through natural selection. Additional evidence of change over time can be found in the fossil record, anatomical similarities and differences between modern and ancient organisms, and embryological development.
Genetic variation and the proportion of traits within a population can change over time. These changes can result in evolution through natural selection. Additional evidence of change over time can be found in the fossil record, anatomical similarities and differences between modern and ancient organisms, and embryological development.
9:00--9:30 |
Introduction
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Standard 7.5.1: Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals’ probability of surviving and reproducing in a specific environment. Over time, specific traits may increase or decrease in populations. Emphasize the use of proportional reasoning to support explanations of trends in changes to populations over time. Examples could include camouflage, variation of body shape, speed and agility, or drought tolerance.
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11:00-12:00 |
Standard 7.5.4: Analyze data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy.
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12:00--1:00 |
LUNCH ON YOUR OWN
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1:00-2:00 |
Standard 7.5.2: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past.
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2:00-3:00 |
Standard 7.5.3: Construct explanations that describe the patterns of body structure similarities and differences between modern organisms, and between ancient and modern organisms, to infer possible evolutionary relationships.
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Strands 3-5 Resource Folder
Strands 3 and 4 Training
STARTER |
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9:00-9:30 |
Introduction to class & district related items (Tyson)
Assessment update & information (Angela) |
9:30-9:45 |
Unpack the CCCs & SEPs
(What the students need to be able to DO!) Crosscutting Concepts:
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Science and Engineering Practices:
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9:45-10:25 |
Standard 7.3.2 - Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane and cell wall.
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10:25-11:25 |
Standard 7.3.3 - Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize understanding that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. Examples could include relationships between the circulatory, excretory, digestive, respiratory, muscular, skeletal, and nervous systems. Specific organ functions will be taught at the high school level.
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11:25-12:00 |
Standard 7.3.1 - Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and that multicellular organisms are made of different types of cells.
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12:00-1:00 |
Lunch on your own *Where to eat in Farmington
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1:00-1:20 |
Standard 7.4.1 - Develop and use a model to explain the effects that different types of reproduction have on genetic variation, including asexual and sexual reproduction.
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1:20-2:00 |
Standard 7.4.2 - Obtain, evaluate and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. Examples of adaptations could include nest building to protect young from the cold, herding of animals to protect young from predators, vocalization of animals and colorful plumage to attract mates for breeding, bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.
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11. Snowy Owl
12. Penguins 13. Horseshoe Crab 14. Giraffe Anatomy 15. Reproductive Strategies (scroll to pg 10) |
2:00-2:45 |
Standard 7.4.3 - Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations. Specific changes of genes at the molecular level, mechanisms for protein synthesis, and specific types of mutations will be introduced at the high school level.
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2:45-3:00 |
Standard 7.4.4 - Obtains, evaluate and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. Examples could include artificial selection, genetic modification, animal husbandry, and gene therapy.
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